Search results for: Pedagogical content knowledge
Page 11/23 223 items
Adopting an Online Curriculum Planning Tool: Facilitation for Teachers’ Thinking about Student-Centered Pedagogy and Technology Integration
This study analyzed the impact of a year-long adoption of an online curriculum planning tool on teachers’ thinking about content and pedagogy, as well as their use of technology in the classroom. Results showed that teachers increased their discussion of constructive pedagogical strategies and reduced the degree to which they focused on directed uses of technology. Overall, findings demonstrate teachers’ adoption of an online curriculum planning tool in a supported context can have important impacts on their instructional approaches.
Updated: Feb. 17, 2015
The Teachers’ Sense of Efficacy Scale: Confirming the Factor Structure with Beginning Pre-service Teachers
This study examines the fit between beginning pre-service teachers’ scores from the Teachers’ Sense of Efficacy Scale in two different samples and two plausible rival models: 1-factor and 3-factor. The findings indicated that the 1-factor model resulted in the better fit within both samples. The findings suggest that preservice teachers who lack pedagogical knowledge and teaching experience do not differentiate between the different aspects of teaching measured by the TSES. Based on these results, the authors recommend using the total scale score as an indicator of pre-service teachers’ efficacy beliefs for teaching e at least for those pre-service teachers who have limited teaching experience and knowledge of teaching.
Updated: Feb. 10, 2015
This paper argues that teacher education curricula should include leadership knowledge. The authors discuss the political realities that affect teachers. They also discuss how these realities are best met with teacher leadership knowledge. They claim that knowledge of leadership would enable teachers to label what they see and do. In conclusion, the authors propose opportunities for the teaching profession to reclaim its pedagogical and curricular knowledge and to understand its own acts of leadership.
Updated: Jan. 12, 2015
The goal of this article is to report on the challenges the authors faced in designing an instrument aimed at measuring pre-service science teachers’ topic-specific pedagogical content knowledge (PCK(. The discussion focuses on the implications of the aforementioned PCK assessment tool for enhancing pre-service science teachers’ topic-specific PCK and the challenges associated with measuring and enhancing pre-service science teachers’ PCK. Furthermore, the discussion focuses on the ways in which science-teacher educators can engage in transforming the concept of PCK and its use for research and professional development.
Updated: Dec. 23, 2014
“Touch It Lightly”: Israeli Students’ Construction of Pedagogical Paradigms About an Emotionally Laden Topic
The purpose of this study is to examine the pedagogical paradigms that preservice teachers construct regarding the teaching of the Holocaust and the identification of trends in the development of these paradigms over their 3-year college program.The authors conclude that the findings reveal that preservice teachers actively engage in pedagogical content knowledge (PCK) relating to emotionally charged topics, and they heavily base their constructions on prior beliefs as well as the educational program to which they have been exposed.
Updated: Dec. 15, 2014
The purpose of this article was to examine how prospective teachers (PTs) can learn to read and use educative curriculum materials in ways that support them in acquiring the knowledge needed for teaching. The authors present two extended conceptual examples of ways in which educative curriculum materials might be used to support PTs in developing the knowledge needed for teaching.
Updated: Oct. 21, 2014
Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating TPACK Framework into the Curriculum: A Study of Teachers’ Perceptions
This study examined the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers via one course. The findings revealed that upon completion of the course requirements, students perceived to have had significant gains in each of the domains of teacher knowledge addressed in the course.
Updated: Aug. 25, 2014
Exploring the Mathematical Knowledge for Teaching Geometry and Measurement through the Design and Use of Rich Assessment Tasks
In this article, the author describes the development of a series of tasks designed to investigate and measure teachers’ mathematical knowledge for teaching geometry and measurement. The author presents three design features for rich, open-response items that assess mathematical knowledge for teaching. The set of six two-dimensional geometry and measurement tasks embody these design features and illustrate the ways in which the tasks are grounded in the context of teaching, capture nuanced teacher performance, and measure common and specialized content knowledge. The examples of teacher performance on these tasks illustrate the ways in which the tasks can differentiate teacher performance.
Updated: Aug. 20, 2014
This article presents a study, which examined the effectiveness of a specially designed intervention on chemical changes. The participants were one hundred and thirty Greek primary school teachers. The results show that pre-intervention, teachers were found to have a relatively limited ability in explaining chemical changes. The teachers also held a number of misconceptions similar to those of pupils. Post-intervention, teachers’ descriptions and explanations were found to be significantly improved. However, post-intervention, teachers seemed better able to manage the combustion of hydrogen and the heating of sugar, than the burning candle which had been studied in the course.
Updated: Aug. 17, 2014
This article reports on the evaluation of a model for assessment of content knowledge used by researchers in the Problem-Based Learning (PBL) Project for Teachers of Science. These assessment strategy and scoring methodology result in scores for each teacher about the quality of their understanding of each Big Idea before and after PD. The compilation of scores by teacher facilitates assessment of the strength of teachers’ incoming knowledge and changes in their knowledge both in terms of number of Big Ideas and the clarity, accuracy, and completeness of that use. The assessment strategy offers advantages and limitations of this method.
Updated: Jul. 23, 2014